Thursday, February 25, 2021

Why Genius Kids Hate School

Turd Flinging Monkey had a great segment on his latest show that I think would be of benefit to everyone.  It's starts at the 4 Hour 41 Minute mark and continues to the rest of the show.  Consider tuning in because it's more than just "normies stupid, and I hate school" but about value, how society is completely designed against smart people, and how your past is you.


'Reality' Doug said...

Are we to believe the Captain watched all of a 5-hour video by TFM? Thanks for the concise recommendation.

Post Alley Crackpot said...

"... starts at the 4 Hour 41 Minute mark ..."

That right there is a shit test for geniuses.

Oh, right, you have to go extra slow for the normies.

We totally understand your pain, but why inflict it on us?


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heresolong said...

Is it designed against smart people or for normal people? There's a difference that could be very important there. Society is designed by the average person for the average person. If you are that smart it is on you to carve yourself a niche and do what you want to do with what you were given.

As far as school goes, don't disagree at all. I'm a high school math teacher and I don't have the time to design and oversee a separate program for the smart kids in my class. I do what I can though. I designed and implemented, against opposition from some, a lower level math class that would satisfy the graduation requirements for students who wanted to graduate and go into a trade. They learned a lot about trades math (I know a little about the subject based on 30 years of both Engineering and Mechanic as my jobs) and weren't buried in stuff they didn't understand or care about (advanced Algebra). The class also removed people from advanced Algebra who would have slowed down the progress of the kids who were better at math. Win/win. Did it again by pushing through an Honors Algebra 2 class. Now I teach two sections of Honors, kids who get it and are motivated; and two sections of regular which we can now do at a much slower pace since they aren't geared towards more advanced math and it doesn't matter how far we progress through the curriculum. I start the Honors class each year by asking them if the students understand the difference, and then I tell them "we aren't slowing down for anything or anybody. If you don't get it, come see me after class and we'll figure it out". I practically get a standing O from these students who have spent nine or ten years understanding the math lesson in the first few minutes and then sitting around while everyone else figured it out over the next hour, if ever.

Generally, however, not much you can do except encourage. I have 25 to 30 students ranging from "barely made it through Algebra" to "took Algebra and Geometry at the same time in the 7th grade", all sitting in the same room and learning the same stuff at the same time. There literally is no way for me to teach them all at their own pace. Online learning is not the solution either. Many students, even in the higher range, don't do well with that. They just aren't self driven enough. It's fine for adults who are taking a class because they want or need it, but asking a teenager to sit in front of a computer for extra hours a day is actually counterproductive. I speak from a year's experience.

JK Brown said...

It not new that school is bad for those with independent thought, creativity or intelligence

"Charles Francis Adams, Jr., remarks that the common schools of Massachusetts cost$4,000,000 a year; and adds, "The imitative or memorizing faculties only are cultivated, and little or no attention is paid to the thinking or reflective powers. Indeed it may almost be said that a child of any originality or with individual characteristics is looked upon as wholly out of place in a public school. ... To skate is as difficult as to write; probably more difficult. Yet in spite of hard teaching in the one case and no teaching in the other, the boy can skate beautifully, and he cannot write his native tongue at all."*

* "Scientific Common-school Education." Harper's Magazine,
November, 1880